With the reform of the 12-year compulsory education system, Chinese textbooks have been rewritten, re-examined, and republished. However, the adaptation of textbooks presents several challenges to teachers. This study explored practical instruction to understand teachers’ use of adapted textbooks and its effect on students. By using text adapted from Hsiao Hsiao’s “Grandson, It’s Time to Go to Bed”, this study examined teachers’ instructional process and students’ learning status. Through a case study analysis of observational records of instruction and students’ worksheets, this study demonstrated the following: 1. teachers were required to adjust and use the adapted textbooks. Comparison of the original text with supplementary texts could enhance students’ comprehension, critical thinking skills, and appreciation of the work. 2. The incompleteness of the chapters and paragraphs in the adapted textbook affected the students’ reading comprehension. Adding the original paragraphs helped the students comprehend the theme. This paper also provides suggestions based on the results as a reference for teachers using and adapting textbooks.

　　The use of inquiry tasks is one of the features of the latest elementary social studies textbooks, and according to Taiwan’s Curriculum Guidelines for Social Studies, at least one inquiry activity for each unit and one thematic inquiry and practice unit for each volume should be designed. This study, based on the perspective of inquiry-based design, explored how inquiry tasks are articulated in elementary social studies textbooks. Qualitative content analysis was adopted to analyze three versions of textbooks developed on the basis of the new Curriculum Guidelines for Social Studies. The findings were as follows: First, the content of the “thematic inquiry and practice unit” emphasized integrative materials and lacked the integration of social issues. Second, the inquiry tasks employed a question-oriented approach, but the inquiry paths and answers were too limited to encourage students’ active exploration. Third, the inquiry tasks in the textbooks favored individual inquiry over collaborative inquiry, and peer collaboration was only included in part of the inquiry process. Finally, the inquiry tasks failed to prompt the active participation of students with a preference for structured inquiry forms. This paper also provided several suggestions for the design of inquiry tasks in elementary social studies textbooks.

　　Through the use of bibliometrics and VOS scientific mapping tools, this study examined the relevant literature on the application of digital learning in technical and vocational education and training (TVET) worldwide, and analyzed the current situation and popular research topics. The results revealed the following: 1. The number of annual papers published worldwide on digital learning in TVET tripled between 1980 and October 2020, and a total of 3,584 data points were analyzed. 2. The focus of global research on digital learning could be divided into seven clusters. 3. More studies focused on teaching than on science and technology. 4. Countries in six clusters all attached importance to the application of blended learning in higher education. Curriculum development, pedagogy, cooperative learning, and lifelong learning were the common themes of teaching topics in various countries. 5. Research topics in Taiwan focused more on the categories of “enabling technologies” and “learning technologies”; Taiwan’s research on instructional design focused on game-based learning, learning styles, and scaffolding theories, and research on instructional content focused mostly on science, technology, engineering, and mathematics fields. In this paper, some suggestions are provided for promoting digital learning in Taiwan’s TVET, potentially serving as a reference for future development and application.